Teaching Sequence

10 minutes	Watching and Responding to Film
20 minutes	Creating Timeline
20 minutes	Discussion and 'Think, Pair, Share' about Resilience
20 minutes	Watching and Responding to Songs
20 minutes	Reflection

Work through this resource material in the following sequence:

Step 1. As a class, watch the Who We Are: Culture film (also available on the Student Worksheet). Focus student viewing by asking them to look for references to 'culture' (students can use the Student Worksheet to record their observations):

Who We Are: Culture (https://youtu.be/MGznanZg91U)

Once you have finished watching, engage students in a class discussion about the Who We Are: Culture film:

What was interesting? What stood out to you?
What do you want to know more about?

Step 2. Return to the film and stop at 0:43, asking students to listen specifically to what Kim's mother says about language (quote in green speech bubble).

Explain to students that many Aboriginal and Torres Strait Islander people were banned from, or made to feel ashamed of, speaking their traditional languages. On top of this, many children were taken away from their communities as part of government policies on the forced removal of children.

Engage students in a discussion around the following points:

What would it be like if you weren't allowed to speak your language?
Why do you think Kim's mum is happy about revitalising the Yawuru language?

Step 3. Next, work as a class to produce a class timeline of the main events in history that have affected Aboriginal and Torres Strait Islander peoples. Use large sheets of paper to make the timeline and accompany text and labels with relevant historical pictures, photos and documents. Display this timeline across one of the walls in your classroom. Consider using the Share Our Pride website when creating your timeline.

Step 4. Revisit the film again, reminding students of what the hosts say about the following. (Download a range of quotes about these points from the hosts to share with the class - Host quotes about resilience of culture):

Pride in culture
The continuation of stories
The resilience of culture

You may need to begin the discussion by reviewing students' understand of the words 'pride' and 'resilience'.

Pride (from Merriam-Webster):

a feeling that you respect yourself and deserve to be respected by other people
a feeling of happiness that you get when you or someone you know does something good, difficult, etc.

Resilience (from Merriam-Webster):

the ability to become strong, healthy, or successful again after something bad happens
the ability of something to return to its original shape after it has been pulled, stretched, pressed, bent, etc.

Once complete, take a few minutes to discuss each of the bullet points above with the class.

Next, break the class into six groups and assign each group one of the hosts from the film. Invite each group to discuss what their host says about resilience. Students can watch the Who We Are: Culture film to find relevant quotes, or you can distribute copies of the Host quotes about resilience of culture to groups.

Invite each group to share what they learnt about their host and how their host thinks and talks about resilience and pride.

Step 5. Engage students in a 'Think, Pair, Share' routine around the following question:

How have the hosts shown resilience?

Ask students to contribute to class discussion about their thoughts.

Step 6. As a class, view the following songs and consider how they express their pride and resilience in culture (depending on time constraints you may want to limit the number of songs you watch to one or two):

Tagai Buway - 'Culture Remainz' (I am the Future) - 2013 (https://youtu.be/75Vx3TpW3zc)

Briggs - The Children Came Back feat. Gurrumul & Dewayne Everettsmith - 2015 (https://youtu.be/3-wMbFntrTo)

Freedom by Mau Power feat. Archie Roach - 2014 (https://youtu.be/xMqG_LyD9s4)

As you watch, invite students to listen to the lyrics and watch the clips, and think about how the artists are communicating resilience in culture.

Engage students in a class discussion around the following points:

How do the artists in these songs communicate resilience in culture?
How do they communicate pride in culture?
What did you like or find interesting about these songs?
What questions do these songs leave you with?

Extend: Play the following song to students and talk to students about how this song relates to the other songs and the perspective from which each is being sung. Invite students to research the artists in the previous songs (Tagai Buway, Briggs and Mau Power) and to try and find out a little bit about the context for the songs.

Archie Roach - Took The Children Away (Official Music Video) (https://youtu.be/IL_DBNkkcSE)

Reflection

Ask your students to think of times when they have shown resilience.

Invite students to write a response to the following points:

When were you last really proud of something you achieved?
When was the last time you felt pride for your achievements or those of someone else?
When did you last show resilience?
How does pride in yourself help you to be more resilient?

Extension

Remind students of what Miranda says about pride and connecting to her culture in the film (4:53):

Invite students to reflect on what she said and respond in writing to the following question:

How is acting a form of cultural expression for Miranda?
How does Miranda’s acting keep her culture strong?

Brave New Clan - Culture - Resilience of Culture

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